(untitled) (Journal of Nusantara Education, 2025)
Masa kanak-kanak awal merupakan fase penting bagi perkembangan bahasa dan interaksi sosial. Meskipun Play-Based Learning (PBL) telah lama diakui mampu mendukung kreativitas dan pertumbuhan emosional, potensinya dalam penguasaan kosakata bahasa kedua masih jarang diteliti. Di RA Anak Emas, pengajaran bahasa Inggris telah diintegrasikan melalui penerapan PBL. Penelitian ini bertujuan mengeksplorasi bagaimana PBL mendukung pembelajaran kosakata anak usia dini. Dengan pendekatan kualitatif deskriptif, penelitian melibatkan 18 anak berusia 4–6 tahun yang diamati selama delapan minggu melalui observasi nonpartisipan terstruktur. Analisis menggunakan tipologi permainan Edwards Open-ended, Modeled Play, dan Purposefully-Framed Play dengan fokus pada penggunaan kosakata dan keterlibatan sosial, seperti giliran berbicara, kerja sama, dan produksi bahasa spontan. Hasil penelitian menunjukkan bahwa ketiga jenis permainan mendorong partisipasi aktif, penggunaan kosakata secara kontekstual, dan kolaborasi antar teman sebaya. Selain itu, muncul perilaku berulang yang mencerminkan empati dan inisiatif kognitif yang tidak tercakup dalam kerangka Edwards. Untuk itu, peneliti mengusulkan kategori baru, yaitu Interpersonal Constructive Play, yang menekankan interaksi kaya emosi dan berbasis ide, yang kerap terabaikan dalam taksonomi permainan tradisional. Kontribusi ini memperluas kerangka teoretis PBL dengan menegaskan pentingnya keseimbangan antara permainan terstruktur dan ruang bagi ekspresi spontan, empati, serta keterlibatan kognitif. Temuan ini memberikan implikasi praktis bagi pendidik dan perancang kurikulum dalam menciptakan pembelajaran bahasa Inggris yang lebih holistik dan inklusif bagi anak usia dini. _____________________________________________________________________________________________________ Early childhood is a critical stage for language development and social interaction. While Play-Based Learning (PBL) is widely recognized for fostering creativity and emotional growth, its specific potential in supporting second language vocabulary acquisition remains underexplored. At RA Anak Emas, where English instruction has long been integrated into classroom activities, PBL has been systematically implemented. This study aimed to explore how PBL supports kindergarteners’ vocabulary learning within this context. Adopting a qualitative descriptive approach, the study observed 18 children aged 4–6 years over eight weeks through structured non-participant observation. Guided by Edwards’ typology Open-ended, Modeled Play, and Purposefully-Framed Play the analysis focused on indicators of vocabulary use and social engagement, including turn-taking, cooperation, and spontaneous language production. Findings revealed that the three types of play fostered active participation, contextual vocabulary use, and peer collaboration. Notably, recurring behaviors reflecting empathy and cognitive initiative emerged beyond Edwards’ framework. To capture this dimension, the researchers propose an additional category: Interpersonal Constructive Play, which highlights emotionally rich, idea-driven interactions often overlooked in traditional play taxonomies. This conceptual contribution extends the theoretical landscape of PBL by emphasizing the importance of balancing structured activities with opportunities for spontaneous, empathetic, and cognitively active engagement. The study offers practical implications for early childhood educators and curriculum designers seeking to create holistic and inclusive English learning experiences for young learners